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i If WA
18b0
The Illinois Wesleyan University
The eyes-of
hNIO\ J97rgus are upon
. p,/ •: ~~'IV: S.I.,-Y i ,i,m iel, nasn~ds n uon nsolitpiced '
. i'-JG ueorge Washington ( Devoted to the concept of free press
Volume 86
Lecture:
Shinn speaks
on faith, science
Dr. Roger Shinn, an expert on
the relationships between
religion, genetic research,
ecology and energy, travelled to
Wesleyan last week to speak on
the topic of "Faith, Science and
the Future."
Shinn's first appearance was
Wednesday, when he delivered
the chapel sermon. On the topic
"Sharing and Caring in God's
Garden," Shinn spoke of prob-lems
facing today's youth such as
the rise in crime, drug usage and
youth apathy.
In addition, Shinn discussed the
inequity of a country such as the
U.S. over-consuming, while
many of the :world's countries
starve.
Shinn's second Wednesday lec-ture,
entitled "Reflections on
Scenarios of an Unknown
Future," dealt, as the title sug-gests,
with problems such as the
dwindling supply of natural
resources. The lecture focused on
Shinn's discussion of science's
potential role in the unknown
future.
"Faith, Science and the Energy
Crisis," Shinn's Thursday after-noon
lecture, included Shinn's
opinion that the energy crisis is
real and dealt with the uneasy
relationship between science and
religious faith.
When should science step aside
and allow God's will to take over?
Are certain forms of energy not
only dangerous but immoral?
After giving his answers to
these questions, Shinn concluded
that neither science alone nor
faith alone is the answer to our
problems - to find a solution, we
must achieve a balance between
the two.
In his concluding lecture
Thursday evening, Shinn spoke of
the different approaches to
change, the pressures against
change and what he feels is a
necessary symbol for this age -
the spirit of the will to innovate.
Saying, "Prayer does not burn up
fossil fuel. Neither does search-ing,
neither does joy or the
dance," he urged faith as a
springboard for innovation.
Shinn's professional posts in-clude
his appointment as Pro-fessor
of Social Ethics at New
York's Union Theological
Seminary, his 1971-73 co-chair-personship,
with the late
Margaret Mead, of the United
States Task Force on the Future
of Mankind and the Role of Chur-ches
in a World of Science-based
Technology, and his appointment
by Dwight D. Eisenhower to the
President's Religious Advisory
Council.
Bloomington, Illinois 61701, Friday, November 9, 1979 Number 8
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'.' :.: ~: ~~ tghueid ceo nlcienpets anodf itmhep leFmreensthamtioann ] ":~i:~::~~: ::::li: ' *rPRj~n:"~n~:e ':: n:::~::::n::::~~::In.:::~i: :a~:i~:~~nn.~I..:, ,,.inQ::,j:;i: ~.i~i.:~:i,:r~i.:c::i~~l:~:~i:l~ ~Ii:::x::~::i:'1::~:I~~ :::~i:~:::8:~?d:": ~: Bd~~::'a:~ii:" i~ii~bi: :ilil:s:~:il:i1:s'l s: i :: :: ': :~ix o:ii~:,8:i: ~:~Ii :ii: l~ii~il:i:~::i:~::~:i~:::~::: ~es~s~sm~psls~ Seminar proposal as recom-
This is the third and final arti-cle
in a series discussing
developments in the academic
community at IWU. This week we
will be presenting the concept of
a freshman seminar which was
made a part of the curriculum
after receiving almost
unanimous approval at Monday's
faculty meeting.
By Cathy Aumack
The Freshman Seminar is one
of the many changes to be found
in the Wesleyan curriculum as a
result of the faculty's work
toward a university goal to
enhance the intellectual ex-perience
of the freshman year.
Other results of this work can
be seen in classes such as Utopian
Visions, Bioethics, Self and Socie-ty,
ana others which all seek to
teach the student to deal with
moral questions while building
basic educational skills.
Unlike these other courses, the
freshman seminar will be offered
to only a limited group of
students. These students will be
selected for participation on the
basis of their combined perfor-mance
on three tests: 1) the
English Placement Test; 2) the
writing sample that accompanies
that test; 3) the ACT.
Students who would by virtue of
their performance on these ex-ams
be exempt from taking
English 105 and those who would
be recommended for 105A will be
the students invited to participate
in the seminar.
The subject matter of each
selection will be taken from a
particular discipline and each
seminar will carry general
education credit in that
discipline. The teachers will
come from five different
disciplines and at least three divi-sions
or schools.
The Seminars will be designed
and operated so as to achieve the
university goals as stated in the
Freshman Year Objectives.
(Profiled in the October 26
Argus.)
Each course will include a nor-mative
dimension; that is, value
questions will be raised and
students required to make and
defend normative judgments.
The seminars will be inter-disciplinary
in that they bring
values questions to bear on the
materials of a particular
discipline and include at least one
text or material from another
discipline.
Students will be required to
write at least four 600-word
essays that will be evaluated and
returned to them by their
teacher, each essay returned
before the next one is due. They
will also be required to write
about 2,000 more words in vary-ing
assignments, at least one of
which is written in class.
The nature of the seminar also
allows for practice in oral skills.
The seminar will require each
student to make at least two brief
oral presentations: for example,
an analysis of a problem; a
report of group work; a presenta-tion
of an argument; an applica-tion
of a theory.
The seminar will achieve to a
high degree the student's engage-ment
in "the educational process
as an active learner." The values
dimension requires a "pursuit of
intellectual problems without
construing error as exposure of
personal inadequacy or disagree-ment
as attack on one's
character." Furthermore, the
plan of the seminar will allow for
the student's learning how to
learn. The plan will provide for a
setting in which the teacher is on-ly
one of the resources for learn-ing.
The course will require in-dependent
and group work, and it
will encourage inquiry and ex-change
of ideas. That is, the
seminar will include various
learning activities and expect
students to assume increasing
responsibility for their own learn-ing.
A coordinator for the seminar
will be chosen from among ap-plications
from interested faculty
by the Dean of the University in
consultation with the Faculty Ad-visory
Committee. This person
will have the responsibility of
staffing the courses among other
duties such as: student selection,
working with the seminar faculty
on course proposals and plan-ning;
scheduling classes;
evaluating seminar teaching;
leading in course evaluation; and
organizing summer workshops
for seminar faculty.
The faculty selected to staff the
various courses will be required
to attend two one-week summer
workshops, one in teaching
writing and one in teaching
values.
Along with this requirement
they must be willing and able to:
teach writing and values in the
context of their own disciplines,
teach by discussion, to use varied
teaching techniques and to plan a
course that incorporates varied
activities requiring the students'
engagement as active learners;
to work well with the group of in-structors;
to teach others how to
make normative instruction ex-plicit.
During the semester the
teachers will meet weekly to
share ideas, to plan and to com-pare
student writing. The
seminar process will go through
constant evaluation by both the
university community and, at
various times, an outside consul-tant.
I Number 8

Argus issues published from 1894-Spring 2003 were scanned at 600 dpi on a NM1000-SS scanner by Northern Micrographics, La Crosse, Wisconsin. Fulltext OCR was accomplished by the same company in Summer 2009. Issues published from the fall of 2003-present are born-digital.

Please email Tate Archives at archives@iwu.edu or call 309-556-1535 for more information. Permission to reproduce these images must be granted by IWU.

Full Text

i If WA
18b0
The Illinois Wesleyan University
The eyes-of
hNIO\ J97rgus are upon
. p,/ •: ~~'IV: S.I.,-Y i ,i,m iel, nasn~ds n uon nsolitpiced '
. i'-JG ueorge Washington ( Devoted to the concept of free press
Volume 86
Lecture:
Shinn speaks
on faith, science
Dr. Roger Shinn, an expert on
the relationships between
religion, genetic research,
ecology and energy, travelled to
Wesleyan last week to speak on
the topic of "Faith, Science and
the Future."
Shinn's first appearance was
Wednesday, when he delivered
the chapel sermon. On the topic
"Sharing and Caring in God's
Garden," Shinn spoke of prob-lems
facing today's youth such as
the rise in crime, drug usage and
youth apathy.
In addition, Shinn discussed the
inequity of a country such as the
U.S. over-consuming, while
many of the :world's countries
starve.
Shinn's second Wednesday lec-ture,
entitled "Reflections on
Scenarios of an Unknown
Future," dealt, as the title sug-gests,
with problems such as the
dwindling supply of natural
resources. The lecture focused on
Shinn's discussion of science's
potential role in the unknown
future.
"Faith, Science and the Energy
Crisis," Shinn's Thursday after-noon
lecture, included Shinn's
opinion that the energy crisis is
real and dealt with the uneasy
relationship between science and
religious faith.
When should science step aside
and allow God's will to take over?
Are certain forms of energy not
only dangerous but immoral?
After giving his answers to
these questions, Shinn concluded
that neither science alone nor
faith alone is the answer to our
problems - to find a solution, we
must achieve a balance between
the two.
In his concluding lecture
Thursday evening, Shinn spoke of
the different approaches to
change, the pressures against
change and what he feels is a
necessary symbol for this age -
the spirit of the will to innovate.
Saying, "Prayer does not burn up
fossil fuel. Neither does search-ing,
neither does joy or the
dance," he urged faith as a
springboard for innovation.
Shinn's professional posts in-clude
his appointment as Pro-fessor
of Social Ethics at New
York's Union Theological
Seminary, his 1971-73 co-chair-personship,
with the late
Margaret Mead, of the United
States Task Force on the Future
of Mankind and the Role of Chur-ches
in a World of Science-based
Technology, and his appointment
by Dwight D. Eisenhower to the
President's Religious Advisory
Council.
Bloomington, Illinois 61701, Friday, November 9, 1979 Number 8
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'.' :.: ~: ~~ tghueid ceo nlcienpets anodf itmhep leFmreensthamtioann ] ":~i:~::~~: ::::li: ' *rPRj~n:"~n~:e ':: n:::~::::n::::~~::In.:::~i: :a~:i~:~~nn.~I..:, ,,.inQ::,j:;i: ~.i~i.:~:i,:r~i.:c::i~~l:~:~i:l~ ~Ii:::x::~::i:'1::~:I~~ :::~i:~:::8:~?d:": ~: Bd~~::'a:~ii:" i~ii~bi: :ilil:s:~:il:i1:s'l s: i :: :: ': :~ix o:ii~:,8:i: ~:~Ii :ii: l~ii~il:i:~::i:~::~:i~:::~::: ~es~s~sm~psls~ Seminar proposal as recom-
This is the third and final arti-cle
in a series discussing
developments in the academic
community at IWU. This week we
will be presenting the concept of
a freshman seminar which was
made a part of the curriculum
after receiving almost
unanimous approval at Monday's
faculty meeting.
By Cathy Aumack
The Freshman Seminar is one
of the many changes to be found
in the Wesleyan curriculum as a
result of the faculty's work
toward a university goal to
enhance the intellectual ex-perience
of the freshman year.
Other results of this work can
be seen in classes such as Utopian
Visions, Bioethics, Self and Socie-ty,
ana others which all seek to
teach the student to deal with
moral questions while building
basic educational skills.
Unlike these other courses, the
freshman seminar will be offered
to only a limited group of
students. These students will be
selected for participation on the
basis of their combined perfor-mance
on three tests: 1) the
English Placement Test; 2) the
writing sample that accompanies
that test; 3) the ACT.
Students who would by virtue of
their performance on these ex-ams
be exempt from taking
English 105 and those who would
be recommended for 105A will be
the students invited to participate
in the seminar.
The subject matter of each
selection will be taken from a
particular discipline and each
seminar will carry general
education credit in that
discipline. The teachers will
come from five different
disciplines and at least three divi-sions
or schools.
The Seminars will be designed
and operated so as to achieve the
university goals as stated in the
Freshman Year Objectives.
(Profiled in the October 26
Argus.)
Each course will include a nor-mative
dimension; that is, value
questions will be raised and
students required to make and
defend normative judgments.
The seminars will be inter-disciplinary
in that they bring
values questions to bear on the
materials of a particular
discipline and include at least one
text or material from another
discipline.
Students will be required to
write at least four 600-word
essays that will be evaluated and
returned to them by their
teacher, each essay returned
before the next one is due. They
will also be required to write
about 2,000 more words in vary-ing
assignments, at least one of
which is written in class.
The nature of the seminar also
allows for practice in oral skills.
The seminar will require each
student to make at least two brief
oral presentations: for example,
an analysis of a problem; a
report of group work; a presenta-tion
of an argument; an applica-tion
of a theory.
The seminar will achieve to a
high degree the student's engage-ment
in "the educational process
as an active learner." The values
dimension requires a "pursuit of
intellectual problems without
construing error as exposure of
personal inadequacy or disagree-ment
as attack on one's
character." Furthermore, the
plan of the seminar will allow for
the student's learning how to
learn. The plan will provide for a
setting in which the teacher is on-ly
one of the resources for learn-ing.
The course will require in-dependent
and group work, and it
will encourage inquiry and ex-change
of ideas. That is, the
seminar will include various
learning activities and expect
students to assume increasing
responsibility for their own learn-ing.
A coordinator for the seminar
will be chosen from among ap-plications
from interested faculty
by the Dean of the University in
consultation with the Faculty Ad-visory
Committee. This person
will have the responsibility of
staffing the courses among other
duties such as: student selection,
working with the seminar faculty
on course proposals and plan-ning;
scheduling classes;
evaluating seminar teaching;
leading in course evaluation; and
organizing summer workshops
for seminar faculty.
The faculty selected to staff the
various courses will be required
to attend two one-week summer
workshops, one in teaching
writing and one in teaching
values.
Along with this requirement
they must be willing and able to:
teach writing and values in the
context of their own disciplines,
teach by discussion, to use varied
teaching techniques and to plan a
course that incorporates varied
activities requiring the students'
engagement as active learners;
to work well with the group of in-structors;
to teach others how to
make normative instruction ex-plicit.
During the semester the
teachers will meet weekly to
share ideas, to plan and to com-pare
student writing. The
seminar process will go through
constant evaluation by both the
university community and, at
various times, an outside consul-tant.
I Number 8